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change. Jigsaw 10. Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement. ( Fullan,M .) . To learn is to change:

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change

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  1. change Jigsaw 10 Only principals who are equipped to handle a complex, rapidly changing environment can implement the reforms that lead to sustained improvement in student achievement. (Fullan,M.)

  2. To learn is to change: Change in the past helped to be well equipped to deal with the world. For example, visiting libraries was restricted now the internet is widespread and easy attaining. Also, change depended on school satisfaction to be implemented as it came from central government. But now there is a movement of SDM next to decentralization (Hamed,W.). Moreover, the teacher role becomes no longer supplier of information, he becomes the coach, developer and guide.

  3. Principals Who Lead Cultural Change five essential components characterize leaders in the knowledge society: moral purpose, an understanding of the change process, the ability to improve relationships, knowledge creation and sharing, and coherence making . http://www.sacle.edu.au/files/ChangeLeader.pdf Successful organizations don’t go with only like-minded innovators; they deliberately build in differences. They don’t mind so much when others—not just themselves—disturb the equilibrium. They also trust the learning process they set up—the focus on moral purpose, the attention to the change process, the building of relationships, the sharing and critical scrutiny of knowledge, and traversing the edge of chaos while seeking coherence.

  4. The Cultural Change Principal knows that building relationships and teams is the most difficult skill for both business and education leaders (Hay Management Consultants, 2000). To accomplish lasting reform, we need leaders who can create a fundamental transformation in the learning cultures of schools and of the teaching profession itself. http://www.sacle.edu.au/files/ChangeLeader.pdf

  5. Leaders who understand the implementation dip know that people are experiencing two kinds of problems when they are in the dip—the social psychological fear of change, and the lack of technical know how or skills to make the change work. Thus leaders who are sensitive to the implementation dip, combine styles: they still have an urgent sense of moral purpose, they still measure success in terms of results, but they do things that are more likely to get the organization going and keep it going.

  6. It is not Enough to Have the Best Ideas leaders need to recognize the weaknesses as well as the strengths in their approach. We are more likely to learn something from people who disagree with us than we are from people who agree. Leading in a culture of change means creating a culture: (not just a structure) of change. It does not mean adopting innovations, one after another; it does mean producing the capacity to seek, critically assess, and selectively incorporate new ideas and practices—all the time, inside the organization as well as outside it.

  7. Never a Checklist, Always Complexity It is no doubt clear by now why there can never be a recipe or cookbook for change, nor a step-by-step process. Leaders and members of the organization, because they live in a culture of frenetic change, are vulnerable to seeking the comforting clarity of off-the-shelf solutions developing of employing different leadership strategies this deeper feel for the change process by accumulating insights and wisdom across situations and time may turn out to be the most practical thing we can do—more practical than the best step-by-step models.

  8. Skills Incentives Resources Action Plan = Confusion Vision Incentives Resources Action Plan = Anxiety Vision Skills Resources Action Plan = Resistance Vision Skills Incentives Action Plan = Frustration Vision Skills Incentives Resources = Treadmill Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)

  9. References *Brighouse, T. Woods, D. (2008), What Makes a Good School NOW? Network Continuum, London *Fullan, M. (2007), The NEW meaning of Educational Change, 4th ed., Routledge, London and New York M Fullan, AC Ballew, 2001 – Citeseer Hamed Waheed (handout, UEA, 2009) South Australian Centre for Leaders in Education, (2009),availlable at: http://www.sacle.edu.au/files/ChangeLeader.pdf, accessed on:13-11-2009 PDF.10.1.1.117 from citeseerx.psu.edu

  10. Prepared and presented by:- Ibrahim Abdelkareem E01

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